Ngā Wāhi Kei Hea?

Overview

In this lesson, students learn and practise locative language in Te reo Māori to ask and answer questions about where something is and where it is located (connections to place). They will use the pattern and phrases to talk about classrooms and familiar places.

Learning intentions

• WALT use common locative phrases to say where things are.
• WALT ask “Kei hea …?” and answer using accurate location words/phrases.
• WALT communicate location clearly in short, correct sentences.
• WALT notice and improve pronunciation and word order when speaking.

Success criteria

• I can ask “Kei hea …?” to find the location of something.
• I can answer with a locative phrase (e.g., “Kei …” statements) that matches the picture/scene.
• I can give a full sentence about location (subject + location phrase).
• I can work with a partner to practise and self-correct.

Curriculum links

• Te Mātaiaho Te Reo Māori (Novice 2) — Communicating about hometown, place of origin, and relationships between multiple family members: Connections to place.
• Te Mātaiaho Te Reo Māori (Novice 2) — Linguistic knowledge: Understanding and using a wider variety of classroom language and formulaic expressions.
• Te Mātaiaho Te Reo Māori (Novice 2) — Communicating about hometown, place of origin, and relationships between multiple family members: Communicating about place using appropriate location/locatives.

Lesson structure (45 minutes)

1. 0–5 min · Hook (Picture-match). Teacher shows the class the first visuals from the introduction slides (e.g., items in a classroom scene) and asks, “He aha te patapatai mō te wāhi—kei hea?” Students turn-and-talk for 30 seconds, then share possible question words.

2. 5–12 min · Explicit teach (locative sentence model). Teacher uses the introduction slides to model two sentence frames:

• Pātai (question): “Kei hea te …?”
• Whakautu (answer): “Kei … te ….” Teacher says the model slowly, then repeats with natural pace, pointing to the location on the slide each time. Students repeat chorally and then in pairs, focusing on clear endings and correct word order.

3. 12–20 min · Guided practice (Whole-class “point and say”). Teacher keeps the introduction slides running and asks the class to respond using the frame. Students stand or point to the matching area on their own classroom map/board diagram, then say: “Kei hea te pene?” and “Kei te … te pene” (or the closest correct locative phrase available in your class set). Teacher provides quick corrections without stopping the flow.

4. 20–28 min · Partner practice (Worksheet accuracy check). Teacher distributes the location locatives worksheet and explains: students look at each picture, ask “Kei hea …?” and write an answer using the correct locative phrase. Students work in pairs: Person A asks, Person B answers, then switch. Teacher circulates, checking for sentence frame accuracy and meaning.

5. 28–36 min · Retrieval game (Fast question/answer rounds). Teacher uses the introduction slides for three short rounds:

• Round 1: Teacher shows a location; students call out the answer sentence.
• Round 2: Teacher shows the object; students ask “Kei hea …?”
• Round 3: Students must do both: ask then answer (one student each). Students practise speed with correctness, using the locative phrases they worked on in the worksheet.

6. 36–42 min · Communication focus (feedback + re-do). Teacher selects 2–3 student examples (from worksheet or spoken responses) and uses the introduction slides to show the “best version” sentence model. Students discuss what changed (e.g., missing locative phrase, order, or unclear pronunciation), then re-speak the corrected sentence to a partner.

7. 42–45 min · Plenary (Exit check). Teacher asks one final slide question from the introduction slides: “Kei hea te …?” Students respond with a full sentence on the spot (teacher listens for the locative phrase + correct frame). Teacher notes who meets the success criteria and who needs additional support next lesson.

Resources

• the introduction slides
• the location locatives worksheet
• Whiteboard/markers or an interactive board
• Classroom items for quick demonstrations (e.g., book, pencil, bag)
• Pair speaking cues on the board: “Kei hea …? / Kei … te ….”
• Timer for the retrieval game rounds
• Optional: class “place map” (simple diagram of room areas) for pointing

Assessment

• Formative: teacher listens during choral repetition and partner talk for correct locative phrase use and sentence frame accuracy.
• Formative: worksheet responses checked for correct pairing of question + locative answer (meaning matches picture).
• Plenary check: final spoken response includes both a question frame and/or a correct answer sentence.

Differentiation

• Support: provide sentence stems on the board and allow students to use picture cues from the location locatives worksheet while speaking; offer a small “word bank” of locative phrases used in class.
• Support: partner roles (A asks / B answers) to reduce cognitive load; teacher uses wait time and models one example before rounds.
• Extension: students add one extra detail in their answer using a second locative phrase (e.g., “Kei … i te …”) if your class is ready—otherwise keep it to one accurate locative sentence.
• EAL/SEN: allow rehearsal in pairs first, then a short “choose one” speaking option (ask or answer) during game rounds; focus feedback on meaning first, then accuracy.